國小男女教師效能差異的後設分析：以TALIS 2018資料為例

Meta-Analysis of the Self-Efficacy Difference Between Male and Female Primary School Teachers: Evidence from TALIS 2018 Data

本研究在瞭解國民小學男女性教師自我效能差異效果量，以及男女性教師專業發展差異對於男女性教師自我效能差異效果量的影響。從「教學與學習國際調查」蒐集46個參與2018年的國家（包括臺灣）之資料，後設分析顯示：46個國家的國民小學男女性教師自我效能差異平均效果量為.12，屬低度效果量。其中有34個國家的女性教師自我效能明顯高於男性，10個國家男女性教師自我效能沒有明顯差異，而有2個國家（日本與墨西哥）的男性教師自我效能感明顯高於女性。臺灣的女性教師自我效能明顯高於男性。後設迴歸分析發現，46的國家的男女性教師專業發展差異愈大，男女性教師自我效能差異ES愈大。尤其是女性教師專業發展比起男性高，拉大男女性教師自我效能差異效果量。國民小學不僅應改善與提升男性教師自我效能，更應拉近男女性教師自我效能差異的縮小。

This study aims to understand the effect size of the difference in self-efficacy between male and female teachers in primary schools, and the impact of the difference in professional development between male and female teachers on the effect size of the difference in self-efficacy between male and female teachers. Data from 46 participating countries (including Taiwan) in 2018 were collected from the International Survey on Teaching and Learning. Meta-analysis showed that the average effect size of the difference in self-efficacy between male and female primary school teachers in the 46 countries was .12, which is a low effect size. Among them, the self-efficacy of female teachers was significantly higher than that of men in 34 countries, there was no significant difference in the self-efficacy of male and female teachers in 10 countries, and in 2 countries (Japan and Mexico), the self-efficacy of male teachers was sig¬nificantly higher than that of women. The self-efficacy of female teachers in Taiwan was significantly higher than that of males. Post-hoc regression analysis found that the greater the professional development difference between male and female teachers in 46 countries, the greater the ES difference in self-efficacy between male and female teachers. In particu¬lar, the professional development of female teachers was higher than that of men, which increased the effect size of the difference in self-efficacy between male and female teachers. Primary schools should not only im¬prove and enhance the self-efficacy of male teachers, but also narrow the gap in self-efficacy between male and female teachers.